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Interactive closed circuit classroom television systems were installed in two special education classrooms to evaluate their impact on learning experiences of severely visually impaired students. During a three-year experimental period, data were collected from approximately 14 elementary students measuring achievement, visual-motor integration, visual memory and relevant social psychological dimensions. Outcomes were examined within and between subjects in analyses assessing extent and pattern of change over time. Results indicated significant improvements across measurement areas. Achievement scores approximated grade normal by the final year, suggesting that the experimental system provided educational opportunities comparable to those experienced by the fully sighted.

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